Effective: Late Spring 8-Week, 2018/2019

ENGL 112: English Composition II

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  Course Description

Continued practice of the process of argumentative academic writing, applied to literary texts and culminating in a research paper. Students who do not earn a grade of C or higher must reenroll in ENGL 112 the succeeding term.

Prerequisite: Grade of C or higher in ENGL 111, or placement by ACT English Score or by SAT Writing Score: students whose ACT English Score is from 30 to 36 or whose SAT Writing Score is from 660 to 800 will be placed in ENGL 112.

Proctored Exams: Midterm



  • Aaron, Jane E.. The Little Brown Compact Handbook. 9th Ed. with MLA update. Boston: Pearson, 2016.  
    • ISBN-978-0-13-458634-2
  • Mays, Kelly J.. The Norton Introduction to Literature.. Portable 12th ed.. New York: Norton, 2017.  
    • ISBN-978-0-393-93893-7

MBS Information

Textbooks for the course may be ordered from MBS Direct. You can order

For additional information about the bookstore, visit http://www.mbsbooks.com.

  Course Overview

This is the class in which you will learn to do argumentative academic writing using outside sources to analyze literature. In analyzing texts, you will focus on literary concepts and terminology, as well as research skills. You will read works from several different genres – short fiction, poetry, and drama. 

You will learn new skills in critical analysis and writing, and develop those you already have. Over the course of the eight weeks, you will write three essays on the different genres. The final essay will be on a theme you choose and will use at least three academically valid research sources.

  Technology Requirements

Participation in this course will require the basic technology for all online classes at Columbia College:

  • A computer with reliable Internet access,
  • A web browser,
  • Adobe Acrobat Reader
  • Microsoft Office or another word processor such as Open Office.

You can find more details about standard technical requirements for our courses on our site.

  Course Learning Outcomes

  1. Demonstrate the process of argumentative academic writing, including organizational clarity, use of evidence, and revision
  2. Utilize research in argumentative writing about literature.
  3. Analyze complex texts using literary concepts and terminology.
  4. Discuss the meanings of literary texts.


Grading Scale

Grade Points Percent
A 900-1000 90-100%
B 800-899 80-89%
C 700-799 70-79%
D 600-699 60-69%
F 0-599 0-59%

Grade Weights

Assignment Category Points Percent
Discussions 320 32%
Papers 555 56%
Midterm Exam 125 12%
Total 1000 100%

  Schedule of Due Dates

Week 1

Assignment Points Due
Plagiarism Tutorial and Quiz 0 Wednesday
Introduction Discussion 0
Discussion 1 20 Wednesday/Sunday
Discussion 2 20

Week 2

Assignment Points Due
Discussion 3 20 Wednesday/Sunday
Discussion 4 20
Discussion 5: Writer's Workshop 10
Essay 1 100 Sunday
Proctor Information N/A

Week 3

Assignment Points Due
Discussion 6 20 Wednesday/Sunday
Discussion 7 20
Discussion 8: Writer's Workshop 10
Essay 2: Short Story Analysis 115 Sunday

Week 4

Assignment Points Due
Discussion 9 20 Wednesday/Sunday
Discussion 10 20
Midterm Exam 125 Sunday

Week 5

Assignment Points Due
Discussion 11 20 Wednesday/Sunday
Discussion 12 20
Discussion 13: Writer's Workshop 10
Essay 3 115 Sunday

Week 6

Assignment Points Due
Discussion 14 20 Wednesday/Sunday
Discussion 15 20

Week 7

Assignment Points Due
Annotated Bibliography 25 Wednesday
Discussion 16 30 Wednesday/Sunday

Week 8

Assignment Points Due
Essay 4 200 Wednesday
Discussion 17 20 Wednesday/Saturday
Total Points: 1000

  Assignment Overview


Every week you will find discussion questions in the course to discuss your readings and the papers you are writing. Four of the discussions are Writer’s Workshops in which you will share a draft of your work and both receive and provide peer review comments on them. You must post your original comments and respond to at least two other students in order to get full points. Your original posts should be submitted early enough that other students will have time to read and respond. Your original response must be posted to the discussion board by midnight on Wednesday of the assigned week; your responses to at least two classmates should be posted by midnight on Sunday of the assigned week. Discussion 17 in Week 8 is an exception to this rule; it is due on Saturday. You must post your first response to the assignment before you will be able to read anyone else’s.


The heart of this course is about writing. You will write four essays, which includes the final research paper on a topic about Henrik Ibsen’s A Doll House. You will also submit two annotated bibliographies that are associated with essays 2 and 4. All essays in the course must use MLA (Modern Language Association) format. Submit all essays to the assignment dropbox in the course. Note: You will be unable to access the dropbox until you have completed the plagiarism tutorial and quiz.

Essay 1: Poetry Analysis
In Week 2, you will write a poetry analysis essay. This will be two-three pages, and it must use specific examples from the poem to support the points you are making in your introduction and thesis.

Essay 2: Short Story
You will write an analytical essay on a short story in Week 3 using one outside source. An annotated bibliography must be submitted along with this essay.

Essay 3: Revision and worksheet
In Week 6, you will revise Essay 2 after reading feedback from the instructor.

Essay 4: Final Research Essay
In Week 6, you will read and begin an analysis of A Doll's House for your Final Research Essay. Submitted separately from the essay is an annotated bibliography with a minimum of three secondary sources. It is due in Week 7. You will also participate in Discussion 16, which is a peer review of your essay draft. The final essay is due on Wednesday of Week 8.

Plagiarism Tutorial and Quiz

You will need to complete the plagiarism tutorial and quiz in Week 1 before the dropbox will be available to you to post a writing assignment.      

Midterm Exam

The proctored midterm exam must be completed by 11:59 pm Sunday of Week 4. See the Proctor Policy section below for information on locating a proctor. The exam will require you to analyze a piece of writing, describing the techniques you see used to create the meaning of the text. It will be a combination of multiple choice and short answer questions. You will have two hours to complete it. 

  Course Outline

Click on each week to view details about the activities scheduled for that week.


The Norton Introduction to

  • John Keats, “To Autumn,” p. 718
  • John Donne, “The Flea,” p. 527
  • Gwen Harwood, “In the Park,” 676

Lecture: Analyzing Literature with Close Reading (see Content area)

Lecture: Academic Writing (see Content area)

Video on literary, critical analysis (see Content area)

Video on searching databases and making citations (see Content area)

Each week, you should read the materials in the Content area that will include overviews of the materials being covered that week, full assignment details, and additional instructional materials.

Plagiarism Tutorial and Quiz

Do some reading, listening, and thinking about plagiarism, using the resources listed in the Content area of the course. Complete the plagiarism tutorial and take the associated quiz.  You will not be able to post any assignments to the dropbox until you do. It should take you about 20 minutes to complete the tutorial and quiz, so plan to complete it early in the week, before you begin working on the poetry analysis

Introduction Discussion

Introduce yourself in the Introduction discussion, giving us enough information about you that you become a real person to us.  Questions you may answer are:  Where do you live? What degree are you pursuing? How far along are you in your educational program? What are your concerns about this class?

Discussion 1

Choose one poem from the assigned readings this week to analyze for your classmates.

Explain your perspective of the meaning of the poem and what is it saying that you can connect with in your life and experience? What is the main theme of the poem? How does it develop that theme?

Is the poem divided into parts—stanzas, sections, or sentences? How do the parts help create the overall meaning?

Respond to two other students’ summaries. Did they see something you missed? Did you see something they overlooked? How does that affect the way you see the poem now? 

Discussion 2

Literary criticism implies close reading more than making an evaluative judgment about a work of literature. Look up the term online and read the material in Week One Content area. In your own words, what will you do to analyze textual material? What was your initial response to the poem you analyzed? What surprised you? 


The Norton Introduction to Literature: Galway Kinnell, “Blackberry Eating,” p. 635

  • Lecture: Close Reading of Poetry (see Content area)
  • Lecture: “Hotspotting” revision technique (see Content area)
  • Video on hanging indentation (see Content area)
  • Video on writing a thesis statement (see Content area)
Discussion 3
Consider the poem “Blackberry Eating.” Draft a debatable statement about what the poem means from your perspective. What are the points you would make in an analysis? What specifics in the poem can you use to develop and illustrate those points? When you respond to your classmates’ postings, what can you add to their posting, or what do you learn from their posting?
Discussion 4
What are the techniques that should be used in drafting or revising a paper? Review the information in this week’s Content area on “hotspotting.” How can you use this technique when you draft or revise an essay? What do you see that might help you in using that process?
Discussion 5: Writer's Workshop

This workshop will enable you to give and receive valuable peer comments on Essay 1.  Post a draft of your introduction with your thesis and a rough outline or plan of the points you want to develop in your essay by Wednesday.

Read at least two of the postings of your classmates. Give some advice on a way the essay could be improved for your reading, but give it in an “I statement.” “I would like to know what you mean when you say….” “I don’t quite understand ….; perhaps you could give more examples.” Is the thesis clearly stated? Does the author support the claim made in the thesis with specific details?

Remember when you say “I think this sounds good, and I wouldn’t change anything,” you are not really helping your classmate.

Post your draft by Wednesday night, and provide feedback on at least two of your peers’ postings by Sunday night.

Essay 1

Choose one of the poems assigned last week fromThe Norton Introduction to Literature for your analysis. Using close reading techniques, develop an argumentative thesis for your analysis. Write a two-three-page paper that supports your thesis. At the end of the essay, provide a Writing Process Summation.

This paper must have a Works Cited page, separate from the body of the essay.  Iinsert a page break to make sure it is always on another page. See p. 463 in The Little, Brown Handbook for the example for citing a selection from an anthology, such as The Norton Introduction to Literature.

See the Week 2 Content area for more information and help in your analysis. Due Sunday.

Proctor Information
Submit your proctor form to the appropriate Dropbox folder by the end of the week. Remember to “Save” the form before placing it in Dropbox. See the Content area for more information.

The Norton Introduction to Literature
• Ernest Hemingway, “Hills Like White Elephants,” p. 122
• William Faulkner, “A Rose for Emily,” p. 308

The Little, Brown Handbook
• Chapter 52: “Working with Sources,” pp. 375-382
• p. 448, “Articles in scholarly journals.” Section 7b provides an example of how to cite a database journal article.
• pp. 450-452. These pages will help you locate needed citation information from the database.

  • Lecture: Close Reading of Prose (see Content area)
  • Video on evaluation of sources (see Content area)
  • Video on citations (see Content area)
Discussion 6
What does it take for a secondary source to be academically credible? What should you look for to be certain the source is reliable? Tell your classmates what worked for you to find the source you will use for Essay 2.
Discussion 7
In many ways, we analyze short stories the same way we do poems. We look at what it says and our first impression of it. We then go back and look at its parts: scenes, settings, characters, plot, and theme. Look closely at the details we learn about Miss Emily in “A Rose for Emily.” Most stories or academic writing follows a linear progress. This happens and then that happens. However, in this story, we have short scenes or stories that allow us to see Miss Emily as the town sees her. What is the effect of the narrator telling these little stories about her out of chronological order? What does this require from the reader?
Discussion 8: Writer's Workshop
This is your second Writer’s Workshop. This time, you’ll be submitting your draft of Essay 2. Do your original posting by Wednesday night, and provide feedback on at least two of your peers’ postings by Sunday night.
Essay 2: Short Story Analysis

This week you need to submit Essay 2, the Short Story Essay. Choose either “Hills Like White Elephants” or “A Rose for Emily” to analyze. Using close reading techniques, develop an argumentative thesis for your analysis. Write a three-four-page paper that supports your thesis.

You are required to reference and use material from one secondary source in this essay. The essay should be formatted in MLA style, include a Works Cited page and an annotated bibliography. Specific instructions for the annotated bibliography portion follow. At the end of the essay, provide a Writing Process Summation by responding to specific questions provided in the course Content area. Due Sunday.

Annotated Bibliography for Essay 2
An annotated bibliography must be added after the Works Cited page. The annotated bibliography will consist of both your primary and your secondary source.

For the secondary source, search the library catalog (a link to library resources is on the course home page), and find an article on the short story you are analyzing or on the topic you are analyzing about that short story. Provide the MLA-formatted citation. Under that, give an annotation with the following elements:

  • A summary of the source, followed by an in-text, parenthetical citation (author’s name).
  • A statement of why the article is useful in your analysis.
  • A statement about why your reader should trust that this is an academically credible source.

The annotation for the primary source (the short story) may just be a statement that it is the primary source for this paper (Faulkner) or (Hemingway).

The list of citations must in alphabetical order, according to the authors’ last names. Ex. Hemingway then Massman or Abrams then Faulkner.

A sample essay and additional guidance are located in the Week 3 Content area.


The Norton Introduction to Literature: Kate Chopin, “The Story of an Hour,” p. 287
Video on revision techniques (see Content area)

Discussion 9

As we analyze a story, we have to look at it from different perspectives. We can look at it literally, metaphorically, or we can look at what it doesn’t tell us so we have to “create” our own meaning.

  • In Chopin’s “The Story of an Hour,” we only have four characters, but the main character has a serious heart condition. Just like in poetry, how can we read this literally, and then how can we read it metaphorically? Consider the time period of this story (before all the medical treatment we now have for heart disease) and the role of women at that time.
  • The story’s setting is in one house; it begins downstairs, travels upstairs to Louise’s bedroom, then returns down the stairs at the story’s end. The only glimpse we get of the outside is through Louise’s window. How does the contrast between the house and the view out the window reflect the meaning in the story? Do the upper and lower level of the house reflect possible meaning?
  • Reflect on the title of the story; what additional meaning does it add to the story?
Discussion 10

This discussion is designed for you to look at your own analytical process in essay writing, to tell what works for you, and to see how others use techniques and skills to improve their ability to analyze. We can often learn from others.

Look at the process you used to analyze the short story in Essay 2. What was your initial response to the first reading of the story? How did it change with subsequent readings? What did you do to arrive at an analytical reading and statement about the story? Try to reflect and lay out the steps you used in writing and in revising Essay 2.

This discussion will help you analyze and take control of your own writing process, and you may learn from your classmates’ postings.

Midterm Exam
The midterm exam is a proctored exam, consisting of both multiple choice and short answer questions. Topics will include questions about any of the texts you have read through week 4, writing effective thesis statements, poem and poetry analysis, the revision process, and MLA style. You will analyze a line from a poem as well. You will have two hours to complete it. Due by 11:59 pm Sunday.

The Norton Introduction to Literature:
Glaspell, Trifles, p. 771.
“Sample Writing: Reading Notes,” and “Writing about Drama,” pp. 788-799.

Discussion 11

What are the trifles in Glaspell’sTrifles? How do they affect our understanding of what happened? Should the women have told the men about the evidence they found? Would the men have understood why Minnie Wright did what we think she did?

Create a “thesis statement” that you could use to support your perspective. Use evidence from the play to support claims and key points.

Discussion 12
What are the techniques that should be used in revising a paper? What revision techniques do you plan on using in Essay 3? Be specific so you help your classmates see possible techniques and so you develop your own process that is effective in improving your writing. We want to know what you will try for this essay and what has been effective in your past revisions.
Discussion 13: Writer's Workshop
This is the third Writer’s Workshop. Submit a draft of Essay 3 by Wednesday night, and provide feedback on at least two of your peers’ postings by Sunday night.
Essay 3
This essay is a revision of Essay 2, with a required worksheet. Look at all the parts of your Essay 2-introduction, key points, examples from the text, secondary source material, and your conclusion. How can you revise, or “re-see,” the second essay to make it even better than it was? Your grade on this will be based on the revision and on your analysis of your revision process. See the Content area for details. Due Sunday.

The Norton Introduction to Literature:
Ibsen, A Doll's House, p. 812.

Review The Little, Brown Handbook, (p. 448 (7b)). Database journal article citation.

See also pp. 450-452 for information on citation material needed. You will need that for Dropbox Assignment 5.

Review the library database citation video (see Content area)

Discussion 14

While there is the main plot of the conflict between Nora and Helmer, there are two other subplots inA Doll's House. What are they, and how do the help us understand the main plot? Be specific in details.

What is the theme of A Doll's House? How is this theme relevant in today’s society? Provide at least two examples from the play that support your answers.

Discussion 15
Try to come up with at least three different topics you could use for your final research paper, Essay 4. (Examples: gender inequality, legal rights, friendship.) What process will you use to come up with your subject and your stance on it for your final essay? Will you survey research to find something that interests you about the play? Or will you come up with your topic and then find research to support it?
Video on peer review (see Content area)
Annotated Bibliography

For the Final Research Essay, you will analyze A Doll's House using a common theme such as marriage, death, conflict, male/female relationships, reality vs. illusion, freedom/oppression, or justice. The use of three secondary sources is required.

For this assignment, write an annotated bibliography for the three secondary sources you will use in the research essay, as well as the primary source. Go to the library databases and find three secondary sources on the topic you are analyzing. Provide an MLA style citation for each source. Under that, write an annotation with the following elements:

  • A summary statement of the source, followed by an in-text, parenthetical citation (author’s name).
  • A statement that explains how the source will be useful in your analysis.
  • A statement about why your reader should trust that this is an academically credible source

 Your primary source should be included in this alphabetical listing of sources. A statement that it is the primary source would be sufficient for the annotation (Ibsen).

A sample annotated bibliography is provided for you in the Content Area. Due Wednesday.

Discussion 16

Your focus this week is on your final research essay. Post a draft of your introduction with your thesis and a rough outline or plan of the points you want to develop in your final essay byWednesday. Provide feedback on at least two of your peers’ postings by Sunday night. This workshop is worth 30 points.

Take this week to get this Essay 4 as polished as possible.  It is due by Wednesday of Week 8.

Essay 4

Choose a common theme such as marriage, death, conflict, male/female relationships, reality vs. illusion, freedom/oppression, or justice, and use that theme to analyze A Doll's House with a debatable, analytical thesis statement with key points. Additional options for topics can be found in the Content area for Week Eight.

Locate at least three academically valid sources to support the main points in your essay. This essay must be formatted using MLA Style and include a Works Cited page, not the annotated bibliography. The expected length of this paper is approximately five to seven pages. Due Wednesday.

Discussion 17
Provide your definition of critical analysis now. What is the process you follow to analyze and develop your argument in your research papers? How has it changed since the beginning of this course?

  Course Policies

Student Conduct

All Columbia College students, whether enrolled in a land-based or online course, are responsible for behaving in a manner consistent with Columbia College's Student Conduct Code and Acceptable Use Policy. Students violating these policies will be referred to the office of Student Affairs and/or the office of Academic Affairs for possible disciplinary action. The Student Code of Conduct and the Computer Use Policy for students can be found in the Columbia College Student Handbook. The Handbook is available online; you can also obtain a copy by calling the Student Affairs office (Campus Life) at 573-875-7400. The teacher maintains the right to manage a positive learning environment, and all students must adhere to the conventions of online etiquette.


Your grade will be based in large part on the originality of your ideas and your written presentation of these ideas. Presenting the words, ideas, or expression of another in any form as your own is plagiarism. Students who fail to properly give credit for information contained in their written work (papers, journals, exams, etc.) are violating the intellectual property rights of the original author. For proper citation of the original authors, you should reference the appropriate publication manual for your degree program or course (APA, MLA, etc.). Violations are taken seriously in higher education and may result in a failing grade on the assignment, a grade of "F" for the course, or dismissal from the College.

Collaboration conducted between students without prior permission from the instructor is considered plagiarism and will be treated as such. Spouses and roommates taking the same course should be particularly careful.

All required papers may be submitted for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted papers may be included in the Turnitin.com reference database for the purpose of detecting plagiarism. This service is subject to the Terms and Conditions of Use posted on the Turnitin.com site.


There will be no discrimination on the basis of sex, race, color, national origin, sexual orientation, religion, ideology, political affiliation, veteran status, age, physical handicap, or marital status.

Student Accessibility Resources

Students with documented disabilities who may need academic services for this course are required to register with the office of Student Accessibility Resources. Until the student has been cleared through this office, accommodations do not have to be granted. If you are a student who has a documented disability, it is important for you to read the entire syllabus as soon as possible. The structure or the content of the course may make an accommodation not feasible. Student Accessibility Resources is located in Student Affairs in AHSC 215 and can be reached by phone at (573) 875-7626 or email at sar@ccis.edu.

Online Participation

You are expected to read the assigned texts and participate in the discussions and other course activities each week. Assignments should be posted by the due dates stated on the grading schedule in your syllabus. If an emergency arises that prevents you from participating in class, please let your instructor know as soon as possible.

Attendance Policy

Attendance for a week will be counted as having submitted any assigned activity for which points are earned. Attendance for the week is based upon the date work is submitted. A class week is defined as the period of time between Monday and Sunday (except for week 8, when the work and the course will end on Saturday at midnight.) The course and system deadlines are based on the Central Time Zone.

Cougar Email

All students are provided a CougarMail account when they enroll in classes at Columbia College. You are responsible for monitoring email from that account for important messages from the College and from your instructor. You may forward your Cougar email account to another account; however, the College cannot be held responsible for breaches in security or service interruptions with other email providers.

Students should use email for private messages to the instructor and other students. The class discussions are for public messages so the class members can each see what others have to say about any given topic and respond.

Late Assignment Policy

An online class requires regular participation and a commitment to your instructor and your classmates to regularly engage in the reading, discussion and writing assignments. Although most of the online communication for this course is asynchronous, you must be able to commit to the schedule of work for the class for the next eight weeks. You must keep up with the schedule of reading and writing to successfully complete the class.

No late discussion postings will be accepted.

I will accept late submissions for quizzes, exams, and writing assignments. However, you must communicate with me in advance to gain access for the late submission. I will deduct points equal to 20% of the grade for all late assignments and will only provide partial credit for any work posted more than a week late. These deductions can be waived for extraordinary circumstances, but you must communicate with me about the reasons for the late work.  I will not accept late work during the last week of class.

Course Evaluation

You will have an opportunity to evaluate the course near the end of the session. A link will be sent to your CougarMail that will allow you to access the evaluation. Be assured that the evaluations are anonymous and that your instructor will not be able to see them until after final grades are submitted.

Proctor Policy

Students taking courses that require proctored exams must submit their completed proctor request forms to their instructors by the end of the second week of the session. Proctors located at Columbia College campuses are automatically approved. The use of ProctorU services is also automatically approved. The instructor of each course will consider any other choice of proctor for approval or denial. Additional proctor choices the instructor will consider include: public librarians, high school or college instructors, high school or college counseling services, commanding officers, education service officers, and other proctoring services. Personal friends, family members, athletic coaches and direct supervisors are not acceptable.